NCLB No Child Left Behind (NCLB) Ensures Essay

NCLB

No Child Left Behind (NCLB) ensures "test-driven accountability" in public schools (Center on Education Policy, n.d.). As it has in other schools, NCLB has improved some areas of student outcomes, but not all. The school has dramatically shifted its policies and procedures, which has affected teachers and the overall structure and learning environment of the school. The changes to our school in Brooklyn include a shift in the allocation of resources towards math and reading materials, with subsequent neglect of the arts and physical education. Student test scores have been improving in math, but reading test scores have remained relatively stable since NCLB was put into place. These results correlate with similar findings in other districts (Dee & Jacob, 2010). Reasons our administrators have provided, and which teachers likewise believe to be true, include the high numbers of English language learners in our classrooms and likewise, high frequency of transfers.

Most colleagues do not like the changes that have taken place since NCLB. Some have said that their students have been exhibiting more behavioral problems than ever because the pressure to do well on the tests is causing them trouble that cannot be resolved within the system. A few teachers have expressed delight with NCLB, claiming that their job is easier due to the more strident and concrete educational guidelines. Others have expressed concern that their students with strong aptitude in areas other than math and reading are not being well-served, and that their non-white students are suffering particularly.The most positive effect of NCLB in our school has been to reduce ambiguity in the curriculum, and to make teachers more accountable for specific test-driven subjects. Test scores in some subject areas for some students have improved. On the other hand, NCLB has depleted our school budget and created an unbalanced curriculum that does not serve the needs of all students.

References

Center on Educaton Policy (n.d.). Ten big effects. Retrieved online: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCIQFjAA&url=http%3A%2F%2Fwww.cep-dc.org%2Fcfcontent_file.cfm%3FAttachment%3DJenningsStarkRentner_NCLB-TenBigEffects_110106.pdf&ei=3xNyVK_dDdDuoATLxYCIBg&usg=AFQjCNFBTsuewx7KeFL49bEY25kJrwhNgQ&sig2=v2WZGK9A-0xL4CjRHRrF0w&bvm=bv.80185997,d.cGU

Dee, T.S. & Jacob, B.A. (2010). The impact of NCLB on students, teachers, and schools. Retrieved online: http://www.brookings.edu/~/media/Projects/BPEA/Fall%202010/2010b_bpea_dee.PDF

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